1. VNIL at Chester- a Learning Development approach
Jon Talbot

2. Student claim (Certificated/ Experiential)
Outline of process
Initial assessment
Student claim (Certificated/ Experiential)
Tutor assessment
Faculty coordinator

3. Terminology: Accreditation of Prior Learning (APL)
Accreditation Prior Certificated Learning (APCL)
Accreditation of Prior Experiential Learning (APEL)

4. Regulations
Up to two thirds of a named award can be obtained from APL. In practice Levels 4 and 5 of a Bachelor degree

5. Examples of Named Awards (ECTS)
Professional Certificate (30 credits, level 4)
Certificate in Higher Education (60 credits, level 4)
Diploma in Higher Education (120 credits, 60 at level 4, 60 at level 5)
Bachelor of Arts/ Science (180 credits, 60 each at levels 4, 5, 6)
Post Graduate Certificate (30 credits, level 7)
Post Graduate Diploma (60 credits , level 7)
Master of Arts/ science (90 credits, level 7)

6. APCL Chester credit= just credit
Current credit from elsewhere=automatic: no fee
Credit over five years old= given currency by updating (APCL) or the basis for an APEL claim by demonstrating application in practice.
Demonstrate APL form

7. APEL claims
Can be on the basis of Non-formal (structured, unaccredited) learning or Informal (experiential) learning Student is advised by the tutor of any possible claims and helped to make the claim

8. Determining the level and volume of claim
Notional learning time= 200 hours per 10 credits ECTS. Can include experiential as well as formal learning No precise formula for determining volume and level as levelness is given partly by the experience but also the level of reflective learning

9. Making a claim
A single, bound portfolio comprised of a reflective review at the front and evidence in Appendices to back up claim. Evidence is kept to the essentials only. If Non-formal learning may be a certificate only

10. The reflective review First sentence always says what the claim is for
First element- describe the experience cross referenced with the evidence
Second element- analyse the experience with reference to leading literature to determine what has been learned
Third element- application of learning: what is the student doing differently or will do differently

11. Student guidance
Student discusses experience with the tutor- is guided towards relevant literature and has been inducted into the process of reflective learning
Student submits draft for formative assessment

12. Summative assessment
Student assessed against relevant level assessment criteria
Assessed on Pass/ Fail basis, using standard feedback form
APL form completed, counter signed by the Faculty APL coordinator
May be seen by External Examiner
Example

13. Advantages
Converts context dependent knowledge into context independent knowledge
Enables genuine learning (creation of new knowledge)
Encourages autonomous academic study
Forward looking, enhances practice

14. Disadvantages
May be difficult to integrate into a traditional curriculum
Academically demanding for students- may inhibit claims
Changed role of tutor- from expert to faciliatator